Year 1 Parents Literacy Workshop. Please write on a post-it note any specific difficulties you have reading with your child.

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1 Year 1 Parents Literacy Workshop Please write on a post-it note any specific difficulties you have reading with your child.

2 What are your memories of learning how to read and write? If parents engage with their children's education, the attainment of the child will increase by 15% no matter what the social background of the family. - Professor Charles Desforges

3 What will we cover? Timetable Text types Early reading and phonics Ideas for spelling tricky words Year 1 phonics programme Ideas for reading Before During After How to help your child read a word Other ideas Questions.

4 When do we teach it?

5

6 Early reading and writing development. The simple view of reading Jim Rose

7 Phonics is Phonics = Knowledge of the Alphabetic code + Skills of segmentation and blending

8 ..the more words children know and understand before they start on a systematic programme of phonic work the better they are to succeed...a broad and rich language experience for children..is the hallmark of good early years practice. The Rose Review

9 Term Meaning Examples Phoneme The smallest unit of sound that you can hear within a word. The word phoneme refers to the sound, NOT the letter(s) which represent the sound in writing. c/a/t = 3 phonemes th/e/n = 3 phonemes ch/air = 2 phonemes s/t/r/aigh/t = 5 phonemes ough/t = 2 phonemes Grapheme The letters used to represent a phoneme f fat, enough, telephone ae pain, hay, weight Blend Segment To list the phonemes within a word and put together quickly to form the word. (Taught as a strategy for reading unknown words.) To split a word into its separate phonemes, as an aid to spelling.

10 The sounds of spoken English 44 sounds or phonemes 19 vowel sounds 25 consonant sounds Phoneme smallest unit of sound in a word

11 How many phonemes are there in the following words? stop scream shower speaking birdsong fish high mate

12 Tricky words High Frequency Words : Decodable / GREEN words: Most frequently used words in English language. Mostly phonetically plausible. Tricky / RED words : High frequency words which are not phonetically plausible.

13 Teaching sequence for tricky and decodable words

14 Reading and spelling strategies for tricky words Whilst out and about spot words and practise verbal spellings Play guess the word write a tricky word on child s back/hand with your finger Play dominoes or pairs or snap with words Count how many times you can find a particular word in a reading book Writing small to large motor memory Say the letters letter names G,O spells GO - auditory memory Say the word how it s spelt - Watt-er Use magnetic letters, e.g. give children letters t, h, e, i and n ask them to spell the

15 Phase 3, 4 and 5 Phase 3: learning the first spelling of long vowel sounds day, stay, light, night, blow Phase 4: revising all the sounds and graphemes taught, practising adjacent consonants and polysyllabic stamp, brush, drink, shampoo, fireman Phase 5: learning 2 nd, 3 rd and alternative spellings of long vowels sounds make, wait, pie, bike, fly

16 Progression of phonemes taught

17 Complex Grapheme Chart

18 How many ways can you spell the ay sound?

19 Developing Reading. What are we trying to achieve? The aim is to produce enthusiastic and independent readers.

20 Before reading Have your child look at the cover and predict what they think the story is going to be about Have your child decide whether the book is a story (fiction) book or a real (non-fiction) book Point out the name of the book (title), the person who wrote the book (author) and the person who drew the pictures for the book (illustrator) Have your child look for the blurb, read it to your child Do a picture walk through the book and let your child tell you what they think the book is about

21 Reading strategies

22 How to help your child read a word Which letter phonemes do you recognise? Can you blend them together? Does the word make sense? Read the sentence again to check. Is there another word that would make sense? Is it a word you know? Have you read the word before? Is it on another page? Are there any bits of the word you recognise? Miss out the word, say mmmm, finish the sentence. Then go back and work out what the word was. In a rhyming book, think of a word that rhymes. Use the first 1 or 2 sounds with another strategy Always go back and read the sentence again! Always use your own parental judgement. If your child is tired or feeling unconfident, shift the balance of reading more towards you...

23 During reading Ask your child many questions about the characters in the book as you read the story Have your child use his/her finger to follow the direction of the text (top to bottom, left to right) Have your child look at the sentences and see if he/she can identify any of the sounds in the words or any of the HF words they have learnt

24 After reading Discuss with your child what they liked/disliked about the story Can your child think of another title for the book and why? Did the story have a sad or happy ending? Can your child think of a different ending for the story? Can your child think of another character which he/she might want to add to the story and why?

25 Celebrate success! You can always come and speak to your class teacher about your child s Literacy progress. If you have any questions, you can

26 What books do your children enjoy? Julia Donaldson Poppy Catt Colin McNaughton Allan Alhberg Eric Carle Dr Seuss series Mr Men Library Book people Audio books

27 Other workshops Year 1 handwriting workshop Thursday 19 th November am

28

29 Making Sentences Ask them what they want to write. Make it into a sentence, e.g. I saw the roller coaster at the park. Say the sentence 2 or 3 times. Count the words of the sentence on your fingers. What was the first word? Do you know how to spell it. Write the first word. Read the word they wrote. Say the whole sentence again counting the words. Which word do we have to write next? Do you know how to spell that word? Stretch the word (say it slowly). What does it begin with? What else can you hear? Write the letters that match the sounds they can hear in the word. Read the sentence so far. What is the next word? Keep repeating the above steps until they have finished the sentence. Tell them they are wonderful!

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